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Ed 673 School Culture Scenarios

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ED 673 School Culture | Follow-Up #2 | Scenario Responses | | Nan Kane | 0/29/2013 |

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Scenario #1:
Part A: Description of School Culture Issues The key school culture issue in scenario #1 is that the team is an interdisciplinary team that is not function as such. They have been together for six years and works like a “well-oiled machine. It is obvious that the team has worked through the four stages of group development because they have addressed the social, emotional, and developmental needs of their students. The team has the cornerstones for effective collaboration and teamwork People, Task and Process (Conzemius and O’Neill, 2002). They have the leadership, commitment, knowledge, and skills. The team has made decisions, problem solved, communicated, and met. They also accomplished certain goals. Productive collaboration takes both purpose and skill to be effective (Conzemius and O’Neill, 2002). The team has demonstrated the ability to create and implement a plan for addressing the emotional, social and developmental needs of students. However, they are not clear about their purpose that was set by the principal to integrate instruction among the disciplines.
Part B: Immediate Actions I will meet with the principal, which I view as someone having expert power. He has experience and expertise in the area of working with teams. We will discuss what I observed in the team meetings and come to a consensus to form new 7th grade interdisciplinary teams. Since there are established leaders among the team I met with we could use them as leaders in the new teams. Having built relationships with the team, I will use my referent power to share with them the direction the principal and I want to go with the interdisciplinary teams (Stimson, 2011).
I will then use my reward power to provide them with intangible

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